Depictions and Gaps: Portrayal of U.S. Poverty in Realistic Fiction Children’s Picture Books

Researchers conducted a critical multicultural analysis of 58 realistic fiction children’s picture books that portray people living in poverty and compared these depictions to recent statistics from the United States Census Bureau. The picture books were examined for the following qualities: main character, geographic locale and time era, focal poor character (gender, age, and race), who demonstrated action, and the type of action (individual, community, systemic) demonstrated. Results of the analysis showed that while in some areas the books accurately reflect the reality in the United States today, there are other areas in which poverty is misrepresented. For example, while the attribute of gender was found to be accurately reflected in the literature, depictions of contemporary rural poverty as well as action performed at the systemic level are seemingly absent. The analysis concludes with implications for teaching as well as recommended books to consider for inclusion in a classroom library

So Many Hopes : A Qualitative Content Analysis of Children\u27s Picture Books that Portray Refugees

Researchers used content analysis to analyze 40 award-winning and “best of” children’s picture books that portray refugees to answer the questions: How are refugees depicted in picture books? What messages are embedded in those depictions? Results show patterns and themes regarding depictions of trauma and violence in conjunction with setting as well as the portrayal of the arts as a vehicle for refugees to ignite personal agency in coping with the trauma they experienced. Implications for practice are discussed

Reimagining Partnerships: Using the Co-Teach Model to Prepare 21st Century Teachers

The purpose of this article is to describe the co-teaching model for the student teaching internship and its benefits for teacher candidates and the students with whom they work. The partnerships that have emerged from the implementation of co-teaching in eastern Washington state are explained. Co-teaching is in the process of being phased in by all four major universities in the region: Whitworth University, Washington State University, Eastern Washington University, and Gonzaga University. The universities and local districts partnered to form the Eastern Washington Co-teaching Leadership Team to plan and deliver training together. A study was conducted by the Eastern Washington Coteaching Leadership Team in Spring of 2010 to determine mentor perceptions of the effectiveness of co-teaching for both students in the classroom and for teacher candidate training. The respondents supported co-teaching as an effective approach and offered recommendations for training mentors and teacher candidates more effectively in the future

Exploring the Effects of Reading Young Adult Literature that Portrays People with Disabilities in the Inclusion Classroom

This intervention study examined the impact of reading young adult novels that portray people with disabilities on the attitudes of 229 eighth grade students. Students’ beliefs and intentions to interact with peers with disabilities were measured on three occasions utilizing the Shared Activities Questionnaire (Morgan, Walker, Bieberich & Bell, 1996, Unpublished manuscript) and the Adjective Checklist (Siperstein, 1980; Siperstein & Bak, 1977). First, all students took the attitudinal surveys. Half of the students then read and responded to a book that portrays a character with a disability, while the other students read a novel without disability portrayals. All students then listened and responded to short stories portraying teens with disabilities. Afterwards, all students took the survey a third time. Repeated measures Analysis of Variance revealed no significant differences within or between subjects on either measure. Potential explanations for the results of this study as well as pedagogical implications are provided

Apoyo a todos los estudiantes : la formación del profesorado y las realidades del trauma

This article addresses the potential for preparing teachers to instruct students who are living in contexts of trauma as well as the implications of excluding such preparation. Literature in education, social work, and health care are drawn from to highlight important concepts related to trauma. These include types of trauma, effects of trauma on learning, trauma-informed teaching strategies, and the secondary trauma often experienced by bystanders such as teachers. The current state of trauma training in U.S. teacher educational programs is considered generally as well as within the authors’ specific institutions. Against this backdrop, case study research was conducted of novice and experienced teachers in the United States teaching in contexts in which their students with immigrant and refugee backgrounds were experiencing the impacts of political trauma. Interviews took place immediately after executive orders imposing immigration limits intended to stop or reduce refugee resettlement and asylum applications were signed. Interviews were analyzed using a qualitative theoretical analysis methodology to identify how teachers supported their students, each other, and themselves during this time of trauma. The findings included both promising teaching approaches as well as a glaring absence of explicit support given to teachers directly and a lack of teacher self-care. The authors suggest a re-envisioning of teacher preparation responsive to the impact of trauma that can lead to the well-being of both students and their teachers.Este artículo aborda el potencial para preparar a los maestros para instruir a los estudiantes que viven en contextos de trauma, así como las implicaciones de excluir dicha preparación. La literatura en educación, trabajo social y atención médica se extrae para resaltar conceptos importantes relacionados con el trauma. Estos incluyen tipos de trauma, efectos del trauma en el aprendizaje, estrategias de enseñanza informadas sobre el trauma y el trauma secundario que a menudo experimentan los espectadores, como los maestros. El estado actual de la capacitación en trauma en los programas educativos para maestros de EE. UU. Se considera generalmente, así como dentro de las instituciones específicas de los autores. En este contexto, se realizó una investigación de estudio de caso de maestros novatos y experimentados en los Estados Unidos que enseñaban en contextos en los que sus estudiantes con antecedentes de inmigrantes y refugiados experimentaban los impactos del trauma político. Las entrevistas tuvieron lugar inmediatamente después de que se firmaron órdenes ejecutivas que imponían límites de inmigración destinados a detener o reducir el reasentamiento de refugiados y las solicitudes de asilo. Las entrevistas se analizaron utilizando una metodología de análisis teórico cualitativo para identificar cómo los maestros apoyaron a sus estudiantes, entre ellos y a ellos mismos durante este tiempo de trauma. Los hallazgos incluyeron tanto enfoques de enseñanza prometedores como una evidente ausencia de apoyo explícito brindado directamente a los maestros y la falta de autocuidado de los maestros. Los autores sugieren una nueva visualización de la preparación del maestro que responda al impacto del trauma que puede conducir al bienestar de los estudiantes y sus maestros